International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Pedagogical Knowledge for Teaching Mathematics in Montessori Schools
In-text citation: (Namukasa & Aryee, 2021)
Reference: Namukasa, I. K., & Aryee, K. L. (2021). Pedagogical Knowledge for Teaching Mathematics in Montessori Schools. International Electronic Journal of Mathematics Education, 16(3), em0646.
In-text citation: (1), (2), (3), etc.
Reference: Namukasa IK, Aryee KL. Pedagogical Knowledge for Teaching Mathematics in Montessori Schools. INT ELECT J MATH ED. 2021;16(3), em0646.
In-text citation: (Namukasa and Aryee, 2021)
Reference: Namukasa, Immaculate Kizito, and Kinful Lartebea Aryee. "Pedagogical Knowledge for Teaching Mathematics in Montessori Schools". International Electronic Journal of Mathematics Education 2021 16 no. 3 (2021): em0646.
In-text citation: (Namukasa and Aryee, 2021)
Reference: Namukasa, I. K., and Aryee, K. L. (2021). Pedagogical Knowledge for Teaching Mathematics in Montessori Schools. International Electronic Journal of Mathematics Education, 16(3), em0646.
In-text citation: (Namukasa and Aryee, 2021)
Reference: Namukasa, Immaculate Kizito et al. "Pedagogical Knowledge for Teaching Mathematics in Montessori Schools". International Electronic Journal of Mathematics Education, vol. 16, no. 3, 2021, em0646.
In-text citation: (1), (2), (3), etc.
Reference: Namukasa IK, Aryee KL. Pedagogical Knowledge for Teaching Mathematics in Montessori Schools. INT ELECT J MATH ED. 2021;16(3):em0646.


Teacher knowledge needed for teaching is widely studied to characterize its key categories. We report findings from a study on teachers’ knowledge for mathematics in the Montessori schools. In Montessori accredited schools, teachers learn to teach mathematics in ways different from the teachers themselves experienced in non-Montessori schools. We ask: What knowledge do teachers learn? and how do they continue to refine this knowledge in teaching in classrooms? We draw from a teacher knowledge framework based on cross-national studies to interpret mixed data from a case study. We aim to inform research on teacher characteristics needed for consistent implementation of instructional reform. Major findings from this study are that for K-6 Montessori teachers to thrive in teaching mathematics in Montessori classrooms, they need teacher knowledge on Montessori materials, on lesson and the presentation of content according to Montessori’s philosophy and pedagogy; as well as on the process of independently understanding concepts to be presented. The findings contribute to further theorizing on teacher knowledge which has implications is designed to teacher training opportunities in three subcategories; namely teaching, learning, and professional competence knowledge.


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